Conference Agenda

This paper outlines the process by which the Professional School of Systems Engineering at UNSA implemented the Software Engineering Project course, in which students developed technological solutions for entities with specific needs. A qualitative and descriptive research methodology was used, based on project-based learning (PBL), combined with agile approaches, with the objective of orchestrating the development of software. Students worked in teams according to the SCRUM methodology and documented project development from initial conception to completion.

Three projects were analyzed: an ERP system for a school, a research laboratory management platform and a sports tournament management software. The evaluation of the final products showed a positive impact on the beneficiary institutions, as evidenced by the use of the systems in production and customer recognition. Obstacles such as insufficient experience in agile methodologies and time management were detected, suggesting improvements in student education. Additionally, the relevance of documentation and the implementation of collaborative tools to ensure the long-term viability of the projects is highlighted.

The results obtained show that the combination of PBL and SCRUM is an effective strategy for training in software engineering, strengthening the link with the productive sector and promoting the acquisition of key competencies for professional development.

Abstract– In the learning process, a series of variables related to both students and professors come into play. This study investigates the main strengths of a professor that aid in the student's learning process. The research is based on a proprietary database consisting of 17 independent variables and one dependent variable, referred to as Professor Strengths. Using artificial intelligence techniques and a 50%-50% cross-validation process, the behavior of the dependent variable is predicted with an accuracy exceeding 80%. Furthermore, this process allows for the identification of the main independent variables leading to optimal prediction of the dependent variable. These variables are: encouragement of the topics covered, made an effort to ensure everyone learns, adapted teaching methods, in-depth learning, and would enroll in another activity with this professor. When trained and validated with 100% of the data, an effectiveness of 85% is achieved.

A precise evaluation is essential to provide valuable information that allows for adjustments in teaching and improvements in the learning process. Rubrics are assessment tools that define clear and specific criteria for grading assignments. This study presents a detailed comparison of the evaluation of Programming 1 assignments using rubrics applied manually by different instructors and through Artificial Intelligence (AI) tools on the same assignments. The effectiveness and consistency of the corrections made by AI are analyzed in comparison to those made by instructors and among the instructors themselves. Additionally, surveys conducted with the instructors involved in the grading process are presented to gather their perceptions regarding the accuracy, usefulness, and impact of AI on their work, as well as its comparison with traditional assessment methodologies.

Teaching control engineering to undergraduates often struggles to bridge the gap between theory and practice, leaving students with a poor understanding of how theoretical concepts apply to real-world systems. This research tackles this issue by designing and implementing a pneumatic levitation system as a teaching tool. The process involved selecting components like an Arduino, an ultrasonic sensor, and a fan, analyzing the system, building a prototype, and implementing a PID controller. An optimal control model based on the "skyhook" system was used to enhance performance. The completed system successfully levitated a sphere stably and accurately. Tests evaluated the PID controller's performance and how its parameters affected the system's response. This hands-on approach, using a pneumatic levitation system, provides a practical means of teaching control engineering, allowing students to experience theoretical concepts in action. This can improve their understanding and ability to design and implement control systems, enhancing engineering curricula and developing practical skills in future engineers.

In the current era, characterized by complexity and uncertainty, the training of professionals in Engineering requires skills and competencies that transcend the mere acquisition of technical knowledge. It is in this context that critical thinking and research skills become fundamental elements for the professional and personal success of Engineering students. In this research, the general objective was to demonstrate the relationship between critical thinking and research skills in university students of the III cycle of the Faculty of Engineering of a Private University, 2024. This study was characterized by being a quantitative approach of applied type with a non-experimental cross-sectional design with a correlational scope. To determine the sample, census sampling was applied since we worked with all the participants who were students of the Faculty of Engineering of the III cycle of a private University of Piura. The survey was used as a data collection technique and the questionnaire duly validated by the specialists as an instrument. The results showed a Rho Spearman correlation level of 0.655, being a positive correlation with a favorable significance level. It is concluded that there is a significant relationship between critical thinking and research skills in university students of the III cycle of a private university in Piura, according to the value of significance lower than the degree of decision, which is why the null hypothesis was rejected and the alternative hypothesis is accepted, with this it is assumed that, If critical thinking is developed, the research skills of university students are developed.

The systematic review aimed to investigate the influence of augmented reality on the learning and teaching process of geometry between 2017 and 2024. For this purpose, five main databases were used: Scopus, Science Direct, Springer, IOPScience and EBSCO, as well as additional databases. The PRISMA methodology was used in the search and information gathering process, executing its four phases and applying the eligibility criteria of the papers. In total, 44 articles, 4 conferences and 2 book sections were collected. The years 2020, 2022 and 2023 stood out for having the highest number of articles, with 9 each, representing 54% of the total. The United Kingdom and Turkey were the countries with the highest scientific production, contributing 20% of the articles. In addition, the predominant methodology was quantitative, with a total of 29 studies. Finally, the systematic review concludes that augmented reality offers great opportunities for education, providing a significant advantage in the geometry teaching process compared to traditional methods